ABSTRACT

School-based consultation has garnered increasing attention relevant to culturally responsive practice in school psychology. Although prior research has investigated school psychologists’ experiences with supporting culturally diverse youth through school-based consultation, few studies have utilized an established framework to understand school psychologists’ experiences. We utilized specific components of Ingraham’s Multicultural School Consultation framework to examine fifteen school psychologists’ experiences with providing culturally responsive consultation. Constant comparative analysis revealed the various strategies used by practitioners to support culturally diverse students throughout the consultation process (e.g., involving multiple people in decision-making, using non-confrontational approaches to educate school personnel about cultural dynamics, providing messages of support and encouragement to diverse students and families) and the socio-contextual barriers to their practice (e.g., cultural minimization, lack of administrative support). Implications for research, training, and school-based practice are discussed.

摘要

校本咨询已引起越来越多的关注与学校心理学中的文化响应实践有关。尽管先前的研究已经调查了学校心理学家通过基于学校的咨询来支持多元文化青年的经验，但是很少有研究利用已建立的框架来理解学校心理学家的经验。我们利用Ingraham的“多元文化学校咨询”框架的特定组成部分，研究了十五名学校心理学家在提供文化响应式咨询方面的经验。不断进行的比较分析显示，从业者在整个咨询过程中使用了各种策略来支持具有文化背景的学生（例如，让多个人参与决策，使用非对抗性方法来教育学校人员文化动态，向多样化的学生和家庭提供支持和鼓励的信息）以及对其实践的社会背景障碍（例如，文化上的减少，缺乏行政支持）。讨论了对研究，培训和校本实践的影响。